Youth work to identify community problems and respond to community needs. They are guided through exercises (many in this Tool Kit) in imagining a stronger community and what it would take to get there. They are asked to take a look at their class, school, neighborhood, state, nation, and/or the world. This activity can serve …
Vary instructional strategies to develop the whole brain. Provide youth multiple sources of input including books, videos, lectures, discussions, visuals, stories and songs. Allow youth multiple avenues of output and ways to present knowledge, including essays, presentations, plays, dances, and songs. Change instructional strategies frequently.
This is more than just hearing what someone else is saying. Active listening builds trust and ensures that the other person in a conversation knows they are being heard. It allows the listener to learn about the world and to understand the lives, experiences, and beliefs that differ from their own. Active listening also teaches …
Encourage individuals to perform a kind and selfless act for another person, be it someone known or unknown, with the only purpose being to brighten or improve the recipient’s day in some way. Kind acts can be spontaneous or planned, but they should not be expectant of any return to the giver. (See also: Kindness …
Youth brainstorm a list of activists, leaders, philosophers, philanthropists, and others who have made a difference in their communities and/or the world. They identify the accomplishments, list favorite quotes, and create images and videos they feel represent each individual in a wall or digital display. Youth discuss how things would be different if the individuals …
To create an autobiographical story, start with the problem, tension, conflict or personal realization that will serve as the heart of the story. Then work backwards by describing the setting (place & time) and characters. Develop the story forward by describing significant life events leading up to the climax. Then resolve the problem, tension or …
Starting in the pre-teen years, many people use electronic devices and social media, and it is critical that we teach them how to behave appropriately and safely online. Have discussions about how the internet has improved our lives, but that there are also conditions to its use. Remind teens that their online “footprint” lives on …
This is a fun game that emphasizes clear communication, listening skills, and teamwork. Choose a large indoor or outdoor area and divide youth into two groups. You will need blindfolds for every person except for two. Place the groups at opposite ends of the space, and all people wear a blindfold except for one on …
The brain alternates between various cycles (high and low) and hemispheres (left and right) throughout the day. To boost energy, enhance wellness, or get youth unstuck, provide brain breaks such as: physical activity, stretching, creative body movements, team-building exercises, sports, games, and free time. Brain breaks have the ability to reduce errors and stimulate learning; …
Identify a problem-solving journey (personal, local, national or global) that you would like to undertake. Imagine you are in a problem-solving canoe, heading toward successful resolution or transformation of your problem/conflict. Evaluate who should be in your canoe and why, and what tools you will need for a successful journey.
Ensure broad participation and diversity of representation in developing classroom, family, or community action plans. Have youth think about casting the largest possible net to gather supporters, stakeholders, resources, and collaborators for their projects. Draw a net and share with others who and what is in their net and why.
It is really important to celebrate both small and large successes, honor the people involved, maintain momentum, and continue to inspire improvement. Remember to build celebrations into your budget and calendar, and make them fun and engaging.
